ABSTRACT

This study examines the meanings attributed to literature in language education by Finnish General Upper Secondary teachers of English as a Foreign Language. The study employs a phenomenological research design structured around the concepts of language education, literature and values in education. The phenomenological analysis examines five semi-structured interviews from teachers who have experience in including literature in their language education practice. The interviews were conducted both in person and over the phone and audio-recorded, transcribed and processed using qualitative data management software. The analysis showed that literature in language education was experienced as challenged, challenging, framed, a cultural phenomenon, a cultural practice, a path for cross-curricular collaboration, tool for learning and an opportunity for personal growth. The values transmitted through these meanings reflected a balancing act between acknowledging the value of literature for individuals’ holistic growth and the value literature holds for language learning. The results suggest that literature in language education as a phenomenon is more than select texts and practices in a pedagogical setting. Furthermore, employing literature within the language education paradigm can narrow the gap between foreign language teaching and teaching literature, because both language education and teaching literature value the personal growth of the individual.

摘要

本研究考察了芬兰普通高中英语作为外语的教师在语言教育中赋予文学的意义。该研究采用围绕语言教育、文学和教育价值观的概念构建的现象学研究设计。现象学分析检查了五个半结构化访谈，这些访谈来自具有将文学纳入语言教育实践经验的教师。访谈是面对面和通过电话进行的，并使用定性数据管理软件进行录音、转录和处理。分析表明，语言教育中的文学经历了挑战、挑战、框架、文化现象、文化实践、跨课程合作的路径、学习的工具和个人成长的机会。通过这些意义传递的价值观反映了承认文学对个人整体成长的价值与文学对语言学习的价值之间的平衡。结果表明，语言教育文学作为一种现象不仅仅是在教学环境中选择文本和实践。此外，在语言教育范式中运用文学可以缩小外语教学与文学教学之间的差距，因为语言教育和文学教学都重视个人的成长。通过这些意义传递的价值观反映了承认文学对个人整体成长的价值与文学对语言学习的价值之间的平衡。结果表明，语言教育文学作为一种现象不仅仅是在教学环境中选择文本和实践。此外，在语言教育范式中运用文学可以缩小外语教学与文学教学之间的差距，因为语言教育和文学教学都重视个人的成长。通过这些意义传递的价值观反映了承认文学对个人整体成长的价值与文学对语言学习的价值之间的平衡。结果表明，语言教育文学作为一种现象不仅仅是在教学环境中选择文本和实践。此外，在语言教育范式中运用文学可以缩小外语教学与文学教学之间的差距，因为语言教育和文学教学都重视个人的成长。